The dissociation of word reading and text comprehension: Evidence from component skills.

Psychology

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https://doi.org/10.1080/01690960344000008
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Research output: Contribution to Journal/Magazine › Journal article › peer-review

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The dissociation of word reading and text comprehension: Evidence from component skills. / Oakhill, Jane V.; Cain, Kate; Bryant, Peter E.
In: Language and Cognitive Processes, Vol. 18, No. 4, 2003, p. 443-468.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Oakhill, JV, Cain, K & Bryant, PE 2003, 'The dissociation of word reading and text comprehension: Evidence from component skills.', Language and Cognitive Processes, vol. 18, no. 4, pp. 443-468. https://doi.org/10.1080/01690960344000008

APA

Oakhill, J. V., Cain, K., & Bryant, P. E. (2003). The dissociation of word reading and text comprehension: Evidence from component skills. Language and Cognitive Processes, 18(4), 443-468. https://doi.org/10.1080/01690960344000008

Vancouver

Oakhill JV, Cain K, Bryant PE. The dissociation of word reading and text comprehension: Evidence from component skills. Language and Cognitive Processes. 2003;18(4):443-468. doi: 10.1080/01690960344000008

Author

Oakhill, Jane V. ; Cain, Kate ; Bryant, Peter E. / The dissociation of word reading and text comprehension: Evidence from component skills. In: Language and Cognitive Processes. 2003 ; Vol. 18, No. 4. pp. 443-468.

Bibtex

@article{22c6ce0c29cd41fc8567e3b6324bd328,

title = "The dissociation of word reading and text comprehension: Evidence from component skills.",

abstract = "In this paper, we discuss the relative contribution of several theoretically relevant skills and abilities in accounting for variance in both word reading and text comprehension. We present data from the first and second waves of a longitudinal study, when the children were 7 to 8 years, and 8 to 9 years old. In multiple regression analyses, we show that there is a dissociation between the skills and abilities that account for variance in word reading, and those that account for variance in text comprehension. The pattern of results is very similar at both time points. Significant variance in comprehension skill is accounted for by measures of text integration, metacognitive monitoring, and working memory. By contrast, these measures do not account for variance in word reading ability, which was best accounted for by a phoneme deletion task. The implications of these findings for our understanding of the development of reading ability, children{\textquoteright}s problems in text comprehension and for remediation will be discussed.",

author = "Oakhill, {Jane V.} and Kate Cain and Bryant, {Peter E.}",

year = "2003",

doi = "10.1080/01690960344000008",

language = "English",

volume = "18",

pages = "443--468",

journal = "Language and Cognitive Processes",

issn = "1464-0732",

publisher = "Psychology Press Ltd",

number = "4",

}

RIS

TY - JOUR

T1 - The dissociation of word reading and text comprehension: Evidence from component skills.

AU - Oakhill, Jane V.

AU - Cain, Kate

AU - Bryant, Peter E.

PY - 2003

Y1 - 2003

N2 - In this paper, we discuss the relative contribution of several theoretically relevant skills and abilities in accounting for variance in both word reading and text comprehension. We present data from the first and second waves of a longitudinal study, when the children were 7 to 8 years, and 8 to 9 years old. In multiple regression analyses, we show that there is a dissociation between the skills and abilities that account for variance in word reading, and those that account for variance in text comprehension. The pattern of results is very similar at both time points. Significant variance in comprehension skill is accounted for by measures of text integration, metacognitive monitoring, and working memory. By contrast, these measures do not account for variance in word reading ability, which was best accounted for by a phoneme deletion task. The implications of these findings for our understanding of the development of reading ability, children’s problems in text comprehension and for remediation will be discussed.

AB - In this paper, we discuss the relative contribution of several theoretically relevant skills and abilities in accounting for variance in both word reading and text comprehension. We present data from the first and second waves of a longitudinal study, when the children were 7 to 8 years, and 8 to 9 years old. In multiple regression analyses, we show that there is a dissociation between the skills and abilities that account for variance in word reading, and those that account for variance in text comprehension. The pattern of results is very similar at both time points. Significant variance in comprehension skill is accounted for by measures of text integration, metacognitive monitoring, and working memory. By contrast, these measures do not account for variance in word reading ability, which was best accounted for by a phoneme deletion task. The implications of these findings for our understanding of the development of reading ability, children’s problems in text comprehension and for remediation will be discussed.

U2 - 10.1080/01690960344000008

DO - 10.1080/01690960344000008

M3 - Journal article

VL - 18

SP - 443

EP - 468

JO - Language and Cognitive Processes

JF - Language and Cognitive Processes

SN - 1464-0732

IS - 4

ER -

Research

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